Creativity in the Time of COVID-19: Art as a Tool for Combating Inequity and Injustice

Jessica Stokes, Tushya Mehta, Anna Forest, Margaret Bice, Tessa Jazwinkski, and Alyssa DeTorrice

This roundtable discussion will feature a community of disabled undergraduate students who have been working to ensure the accessibility of the Creativity in the Time of COVID 19 project. At the center of the discussion will be their ongoing efforts to imagine accessibility beyond mere compliance while simultaneously navigating inaccessibility in their student life. They will discuss key topics including disability culture, accessible design outcomes and processes, as well as the role of creativity in creating access.

Extend Empathy Through Accessibility

Tyler Smeltekop, Jessica Stokes, Leslie Johnson

This session attempts to address biases in ways of thinking about accessible design, encouraging an understanding of disability and barriers to access through the lens of Universal Design. When course content and experiences are designed with an eye to removing barriers to access versus ad-hoc, time-of-need remediation for individuals, pedagogy can be elevated to a higher standard for all. Creating and selecting accessible course content can introduce new ways of engaging with pedagogy—often in ways faculty may not expect! Embrace the vulnerability that is inherent to accessibility design work, and see your work connect with others more meaningfully and deeply.

Make sure you don’t miss the roundtable discussion following Tyler’s talk, where Jessica Stokes and Leslie Johnson join the conversation to talk about imagining possibilities for greater accessibility options and better practices at MSU and elsewhere.

title slide from power point presentation, light green slide titled Teaching Accessibility: A Student Perspective

Teaching Accessibility: A Student Perspective

Presenter: Brittnay Stahl

As a student who has worked in multiple roles in accessibility for the university, I dive into my personal experiences meeting accessibility standards for students. Traditionally, the university has taken a reactionary approach when dealing with accessibility issues and concerns. This creates frustrations from both faculty and students, as a lack of education and resources makes meeting needs near impossible. Exploring these issues, I offer solutions centered around universal design practices that will better serve both faculty and students in a progressive and inclusive design approach.